Master in the Art of Teaching

Description

Marygrove College empowers teachers with an MAT degree from a fully accredited teachers college.

PROGRAMS OFFERED

Master in the Art of Teaching (MAT) - On-Line Learning Mode

MAT/ERL – Elementary Reading and Literacy Focus

MAT/CIA – Curriculum, Instruction & Assessment Focus

MAT/EMTH – Elementary Mathematics Focus

MAT/MMTH – Middle School Mathematics Focus

Effective Teaching for the 21st Century

GENERAL INFORMATION

Known for excellence in teacher education since 1914, Marygrove was one of the first colleges to offer the convenience and flexibility of a master’s degree program in on-line, weekend on-site, and distance learning. Since the program’s inception, over 24,000 teachers have become Master Teachers through the Marygrove MAT program. The high-quality outcomes that the program yields have been the subject of several journal articles. All program formats offer teachers the opportunity to study‚ practice and reflect on skills based on the most recent educational research.

The structure of the master’s program allows working professionals to earn a master’s degree in 20 months. The program is designed to empower teachers in their classrooms by focusing on the knowledge and skills required to deliver effective instruction to diverse learners at all levels‚ including those with special needs. The outcomes of the MAT program are consistent with the Five Core Propositions of the National Board for Professional Teaching Standards:

Commitment to students and learning

Knowledge of subject area and how to teach it

Management and monitoring of student learning

Systematic reflection on teaching practice

Membership in learning communities

The on-line MAT program with a Reading focus follows the Reading First elements for the teaching of reading: phonemic awareness, phonics, fluency, vocabulary and comprehension by using engaging literature to support these components. The program also incorporates the Standards for Reading Professionals as outline by the International Reading Association (IRA).

The on-line MAT program with a Mathematics focus follows the national standards for the teaching of mathematics (set by the National Council of Teachers of Mathematics) which require that all instructional programs from pre-kindergarten through grade 12 should enable all students to represent, analyze and utilize concepts to solve problems in all of the ten major mathematical strands: Number and Operation, Algebra, Geometry, Measurement, Data Analysis and Probability, Problem Solving, Reasoning and Proof, Communication, Representation, and Connection.

The on-line MAT program with a Curriculum, Instruction, and Assessment focus follows the National Board for Professional Teaching Standards for the teaching of all subjects and all grade levels. Participants examine a variety of teaching and assessment strategies in light of the subjects and grades they teach.

By the end of the MAT program‚ successful teachers will have submitted three Capstone Projects, in lieu of a master’s thesis, which may serve as a foundation for National Board Certification and provide evidence of proficiency in:

Making sound instructional decisions based on current research, theory and practices in education

Creating a learning environment that engages and challenges students

Developing information literacy and critical thinking skills

Teaching to multiple intelligences and differing learning styles in order to reach the diverse needs of all students

Designing curriculum that motivates and delivers desired outcomes

Using technology in the classroom to enhance learning

Collaborating with peers, parents, and the school community to achieve instructional goals

SPECIFIC INFORMATION

The program consists of ten sequential cutting-edge courses, three semester hours each, for a total of 30 graduate credits. From the beginning to the end of the program, course work is designed for practical use in the classroom with each course building upon the previous one to strengthen concepts and skills, and to increase teaching effectiveness. Marygrove College offers four focus areas for the Master in the Art of Teaching degree:

1. MAT/ERL – Elementary Reading and Literacy Focus

2. MAT/CIA – Curriculum, Instruction & Assessment Focus

3. MAT/EMTH – Elementary Mathematics Focus

4. MAT/MMTH – Middle School Mathematics Focus

5. Effective Teaching for the 21st Century

Internet study teams of three to fifteen participants receive instruction via streaming video, textbooks and collaborative on-line experiences. Students may also choose to form face-to-face cohorts and conduct their discussions off-line. Marygrove faculty mentors facilitate the learning process via email and telephone communication.

ADMISSION REQUIREMENTS

Applicants must:

Desire to be a master teacher

Meet all the general graduate admissions requirements (see the “Graduate Admissions” section of this catalog)

Complete an application form particular to the Master in the Art of Teaching Program

Submit a copy of their current teaching certificate

Participate in an orientation seminar (optional)

Hold a teaching position or have regular and consistent access to a classroom

Have access to a camcorder and a computer with Internet access

REQUIRED COURSES FOR ON-LINE MODE

Note:

All On-Line Mode students take the six core courses listed below. They also take the four specialty courses in their area of focus (Elementary Reading and Literacy, Elementary Mathematics, Middle School Mathematics, or Curriculum, Instruction and Assessment).

COURSE DESCRIPTIONS FOR ON-LINE MODE

Core Courses

EDU 568: Teacher as Leader 3 credits

Prerequisites: none

This course provides an overview and examination of the foundational knowledge, current practices, and research related to teachers as leaders. The course addresses application and practices that develop competencies and behaviors that teachers need to become teacher leaders. Participants become reflective practitioners as they study the current state of education and many of the leading reform efforts. They learn and apply leadership strategies in their classrooms and communities. Participants explore theories as they may relate to the forces reshaping their schools. Topics such as organizational models, characteristics of leadership, change systems, vision development, and school design may be investigated. Participants set personal goals outlining ways they can create lasting change within the education profession through strengthening their instructional practice and commitment to student learning and achievement.

EDU 622: Meeting the Needs of All Students 3 credits

Prerequisites: none

This course focuses on planning and organizing for meeting the differentiation needs of students in the mixed ability classroom. It takes seriously that students have different means for acquiring information, processing information, and developing products to show what they have learned. Participants study the differentiating instruction model of lesson content, the processes used in lessons, and the products of lessons within the context of students’ learning preferences, readiness, and interests. Course participants apply differentiation strategies in their classrooms to strengthen their instructional practices and commitment to meeting the diverse learning needs of their students.

EDU 570: Instructional Design 3 credits

Prerequisites: none

This course establishes a comprehensive way for teachers to engage in unit planning and instructional design. Participants integrate assessment into their planning and crate a sequence of learning experiences that logically and meaningfully help students meet required learning goals. In addition, participants align their instructional design to state and local standards.

EDU 618: Effective Design 3 credits

Prerequisites: none

This course begins with the basics of classroom assessment, then goes on to discuss the principles behind using assessment to differentiate instruction. Participants create a variety of assessments to evaluate different types of student work and inform teacher’s instructional practices to improve student learning.

EDU 501: Teacher as Researcher 3 credits

Prerequisites: none

Complete a project in an area of teaching that is of interest to you, where information can help inform your desire to make effective changes with your students and in your school or community.

EDU 5604: Evidence-Based Interventions 3 credits

Prerequisites: none

This course is designed to help the classroom teacher develop methods to assess students who are not succeeding and indentify, implement, and assess interventions to help those students. Emphasis is placed on theories and practical concepts related to differentiation of instruction and assessment in order to meet the needs of a wide range of learners.

EDU 698A: Capstone A 0 credits Prerequisites: none

This project is designed to help the candidate evaluate his or her own teaching and use that evaluation as a data source to improve classroom practice. This project includes videotaping in the classroom.

EDU 698B: Capstone B 0 credits Prerequisites: none

This project is the formal submission of the Action Research Project. This assignment follows clearly defined guidelines, and must also contain a way to publicly share the results of the research.

EDU 698C: Capstone C 0 credits

Prerequisites: none

This project is a guided reflection that requires the master’s candidates to reflect upon their personal growth throughout the entire program, and then submit student work samples and/or assessment data as evidence that their participation in the MAT program has improved student achievement.

Reading and Literacy Focus

This program focuses on developing instructional leaders and the content knowledge elementary teachers need to know to be effective teachers of reading and literacy. The degree prominently features the Reading First elements of phonemic awareness, phonics, fluency, vocabulary, and comprehension. It also incorporates the Standards for Reading Professionals as outlined by the International Reading Association (IRA).

RDG 500: Foundations of Reading and Literacy 3 credits

Prerequisites: none

Obtain a comprehensive knowledge base in the reading process that includes reading strategies that are most effective for teaching students to read.

RDG 605: Assessment & Intervention for Struggling Readers 3 credits

Prerequisites: none

Learn ways to increase the fluency and comprehension of students who struggle to read, regardless of their age. Apply instructional strategies that help all students meet grade-level standards. Note: RDG 510 may be substituted for RDG 605.

This course examines formal and informal literacy assessments, identifies appropriate strategies for remediation of reading disabilities and plans differentiated instructional methods with emphasis on phonics, phonemic awareness, comprehension, fluency and vocabulary. This course also develops a comprehensive assessment vocabulary in order to administer, interpret, and evaluate assessment instruments. Field experience and a case study component will demonstrate integration of course knowledge and classroom practices.

RDG 610: Reading in the Content Areas 3 credits

Prerequisites: none

Learn to use nonfiction texts with your students so that they can access each subject area of the curriculum. Use literature to support concept mastery in non-language arts subjects.

RDG 615: The Reading/Writing Connection 3 credits

Prerequisites: none

Apply research-based instructional strategies to integrate writing in all subject areas. Learn to conduct mini-lessons that support the mastery of each stage of the writing process.

Elementary Mathematics Focus

This program focuses on developing instructional leaders and the content knowledge elementary teachers need to know in order to be effective teachers of mathematics. The degree incorporates the Principles and Standards for School Mathematics as outlined by the National Council of Teachers of Mathematics (NCTM).

Apply effective problem-solving strategies to real world problems, while continuing to deepen your understanding of mathematical concepts such as length, area, and volume, coordinate geometry, and geometric thinking.

MTH 525: Algebra (K-5) 3 credits

Prerequisites: none

Develop true algebraic thinking as you engage in problem solving. Deepen your understanding of patterns, functions, and algebraic symbols to help students.

MTH 535: Data Analysis and Probability (K-5) 3 credits

Prerequisites: none

Work through a real-life data analysis project that allows you to apply knowledge and skills from other mathematical strands to complete. Key concepts such as data collection, graphical representations of data, and measure of center are highlighted.

Middle School Mathematics Focus

This program focuses on developing instructional leaders and the content knowledge middle school teachers need to know in order to be effective teachers of mathematics. The degree incorporates the Principles and Standards for School Mathematics as outlined by the National Council of Teachers of Mathematics (NCTM).

Learn to engage students in relevant problem solving that helps to deepen mathematical understanding of key concepts such as fractions, decimals, percents, place value, and number theory.

MTH 516: Measurement and Geometry (Grades 6-8) 3 credits

Prerequisites: none

Explore geometric attributes of length, area, and volume, and apply informal deduction skills to solve real-world problems. As your mathematical content knowledge deepens, you will be able to support the learning of your students more effectively.

MTH 526: Algebra (Grades 6-8) 3 credits

Prerequisites: none

Algebra is more than solving equations and graphing functions. Focus on key algebraic concepts, and engage in problem solving with real-life connections that makes the learning of seemingly intangible concepts meaningful and relevant.

MTH 536: Data Analysis and Probability (Grades 6-8) 3 credits

Prerequisites: none

Develop an in-depth understanding of the data analysis process that your students are expected to learn. Increase the effectiveness of your mathematics instruction to reach even the most challenging learners.

Curriculum, Assessment and Instruction Focus

This program focuses on developing strong classroom leaders by providing teachers access to research-based strategies that will empower them to become teacher leaders. By the end of this program, participants will embody commitment to their students, their colleagues, and their school communities.

This course is based upon a body of research that identifies specific instructional practices that improve student achievement. Participants will explore the results and classroom implications of this research by analyzing the instructional practices in real classrooms, and customize the use of the strategies to their own teaching situations.

This course digs deeper into concepts and theories introduced in prior courses and focuses on helping students develop the skills necessary to thrive in and out of the classroom. Participants learn strategies for helping all their students develop flexible knowledge, as well as problem solving, cooperative learning and self-motivation skills.

The course focuses on authentic assessment techniques teachers can use to measure the academic achievement, progress, and effort of their students. This course will also examine how to implement school-wide and classroom based interventions.

CIA 615: Teacher as Everyday Hero (Grades K-12) 3 credits

Prerequisites: none

The final course of the program, this class is a culmination of many strands covered throughout the program and strikes a balance between the macro and micro concepts of instructional planning. Participants examine the case studies of inspirational teachers who have transformed the lives of student while at the same time linking proven educational theory to practice.

Effective Teaching for the 21st Century

TFE 600: Classroom Technology Tools

This course introduces common and emerging technology tools a teacher in the 21st Century will use in the classroom. The tools include productivity tools, online tools, web-based communications tools, data-driven decision making tools, and emerging tools such as Facebook, Twitter, and blogs.

Essential Questions:

What is the content of the 21st Century framework?

How can different technology tools be integrated into content areas?

Topics:

Productivity tools;

Universal Design

Advanced thinking and organizational tools;

Online tools, rubrics builder, online survey and quiz;

Web-based communications tools and class website;

Data-driven decision making tools;

Emerging tools—Social Media including: Blogs, Twitter, Facebook

TFE 620: Digital Literacy

This course introduces different media tools a teacher in the 21st Century will use in the classroom. The participants will study the production and integration of media tools to help with their teaching and student learning.

Essential Questions:

What are the common media tools a teacher can use in the content areas?

How can media tools be integrated into content areas?

Topics:

Presentation tools—PPT and Prezi

Audio and visual tools—YouTube

Integration of audio and visual tools

Image editing and video editing

Hypermedia and Multimedia tools—software and evaluation

Emerging tools: iPhone, iPad and etc.

TFE 640: Online Teaching and Learning

This course prepares school teachers to design and teach an online course in their subject area. This course explores design and delivery strategies of online courses. Online pedagogy, content, assessment, collaboration, management and human issues are investigated.

Essential Questions

What are the best practices for designing an online class site;

What are the best practices and strategies of teaching an online class.

Topics

Online learning management systems

Intro to online course design—online syllabus template and design

Collaborative learning in an online course

Course site building using Blackboard/Moodle

Designing a unit for an online course

TFE 660: Technology Issues/Curriculum Planning

This course will study ways technology can be integrated into content areas. Participants will design lessons and units to reflect the best practice in technology integration. Social and cultural issues in using technology will also be studied.

The focus of this course will be on teaching participants effective ways to integrate the arts (music, movement/dance, theater, visual representation) into core content areas to increase student engagement and foster problem solving.

Essential Questions

How do creative people solve problems?

What is the difference between creativity and innovation?

How can teachers foster a paradigm shift toward creativity and innovation without abandoning classroom management?

Learning Outcomes

Teach process and products in content area classroom

Demonstrate four umbrella concepts

Shared Authority

Reflective Practice (meta-cognition, performance assessment)

Inquiry-Based learning (talk)

Building a community of Learners

Communicate effectively about & through the arts

Employ critical thinking & problem solving

Use the arts as motivator to improve student engagement

LLE 610: Cultural Literacy

The question often raised is: “Who gets to decide which parts of which cultures are worth teaching?” Rather than engage directly in this debate, the focus of this course will be on teaching participants effective pedagogy to enable children in their classrooms to develop the skills needed to thrive in a multicultural world. The emphasis will be on helping participants and their students to recognize and negotiate cultural influences throughout life. Stories are often carriers of culture; therefore, this course will use the technique of digital storytelling to give participants and their students an opportunity to express their growing cultural literacy in a 21st Century format.

Essential Questions

What is my perception of cultural literacy? How can I foster cultural literacy?

What is the difference between cultural literacy and culturally responsive pedagogy?

How do we teach children to value diversity?

How do we teach children to leverage cultural knowledge to create new ideas and solve problems?